Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.
1) Inquire, think critically, and gain knowledge:
Use prior and background knowledge as context for new learning. (1.1.2)
1.1.9 Collaborate with others to broaden and deepen understanding.
Note: The lesson plans in CS4TRC were published before AASL’s Standards for the 21st Century Learner were available. If you are using CRCSSSL, the AASL indicators are given.
IMPORTANT: Your lesson plan is stronger in terms of measurable outcomes if you limit the number of standards listed.
· Reading Development Level Emerging, Grades K-1
Note: The levels indicated on the CS4TRC lesson plans correspond roughly as follows:
Emerging: Grades K-1
Advancing: Grades 2-3
Advanced: Grades 4-6
Note: The levels indicated on the CRCSSSL lesson plans correspond roughly as follows:
Advancing: Grades 7-8
Advanced: Grades 9-10
Challenging: Grades 11-22
· Instructional Strategies -Which ones are used in this lesson?
Review these strategies on page 13 in CS4TRC or on page 16 in CRCSSL.
* Which of these research-based instructional strategies have you used in your teaching? Name them. Identifying similarities and differences using Venn diagrams Summarizing while reading Nonlingusitic representations - students drawing a picture to relate to the story cooperative learning questions, cues, and advance organizers before, during, and after a story
Cooperative learning
Identifying similarities and differences using thinking maps (double bubble map for compare/contrast)
Questions, cues, and advance organizers
Non linguistic representations
Note taking
* Which of these instructional strategies do you need to learn? Name them and describe them. Note taking for elementary students - this would include students putting notes into their own words, pictures, lists, phrases. For young students this could be done through thinking maps, web maps, and outline where words are left out and the students are required to fill in what they feel is important.
I agree that notemaking is a critical skills and that school librarians need to develop multiple strategies to teach it in order to reach every learner. Thinking maps are definitely used more and more to help learners organize information. You can create skeleton outlines (where students fill in the blanks) in any of the formats you listed.
Although I have used thinking maps in the past to identify similarities and differences, I would like to learn what the creation of metaphors, similes, or analogies looks like at the lower elementary level for comparing and contrasting. Young students would need construction support through the use of pictures, words, and phrases in order to create functional metaphors, similes, and analogies. Yes to helping younger children understand and express metaphorical thinking/meaning. My experience is that modeling this can begin in the primary grades with students in the intermediate grades developing their own similes, metaphors, and analogies (the latter being the most difficult). Poetry is a perfect genre to support all types of figurative language learning and writing. Yes! to using images in this way.
· Lesson Length 45 minutes of one session
* What are your questions about the lesson length? You must have at least one. See page 15 (CS4TRC) or page 17 (CRCSSSL). Will the extensions of the lesson lengthen the time? How much time should the students be given to complete their sentence and illustration? How much time (approximately) should be allotted for each "chunk" of the lesson process? These are questions that can be answered in collaboration with the classroom teacher who has more specific knowledge of her students. Even with a published lesson plan, local knowledge trumps the "plan."
Note: If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box?
How would you deal with moving a school library from a fixed to a flexible schedule?
· Purpose
* How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? This lesson should be taught in the library because students are able to have the benefit of two teachers and also discuss feeling about school. The children will be in a new place (outside of the classroom) so feelings that relate to the characters will more likely be present. The main element of the lesson is reading instruction and the library is idea since books are housed in the library. In addition, the library media center can provide the kind of space needed that allows for more technology to be utilized if desired. For example, two interactive white boards could be used instead of just one (or a combination of either of the materials listed) so that both teachers can maximize the impact of the technology component of the lesson and possibly allow students a greater chance to interact with the technology (the class Venn diagram could be presented via the interactive whiteboard). Agreed! Some school librarians do not think that coteaching reading comprehension strategies is in their job description. They are more comfortable promoting literature. I believe that sells our expertise way short in terms in our impact on student learning!
* List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
Objective
Verb
Level on Bloom's
Objective 1
Classify
Understanding
Objective 2
Identify
Understanding
Objective 3
Use
Applying
Yes, and when students are determining similarities and differences, they are analyzing the text.
· Resources, Materials, and Equipment
Children’s Literature, Young Adult Literature, or Other Resources = Look Out Kindergarten, Here I Come! by Nancy Carlson or Froggy Goes to School by Jonathan London
Websites
Graphic Organizers - The graphic organizers for CS4TRC are on the ALA Editions Web site. The graphic organizers for CRCSSSL are on the ALA Editions Web site. = Category Web, Venn diagram, Text-to-Self Rubric
Materials = Paper,Pencils, and Crayons,
Equipment = Overhead, data projector, or interactive whiteboard
* Which are the different formats or genres used to support learners? Fiction Picture Book The equipment would be a different format wouldn't it, especially the interactive whiteboard, right? At this point, I am thinking so. Formats usually refer to how the text is delivered. If we had an electronic or audio version of the book that would be a different format.
* Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them.
Are the Graphic Organizer, Category Web, and Text-to-Self Connections Rubric all web based? If so, those would be a technology component available to students.The interactive whiteboard is what is listed, and I think it could be used as a means for the students to complete their Venn diagram as a class. If I could suggest a tool, it would be a tool that resembles Quizdom. Quizdom is a software tool that supplies students with remotes so that every child can give their answer while displaying each response for everyone to see (students remain anonymous). Since this tool can be used with an interactive whiteboard, students could take advantage of answering the Cues and Questions with this feature and then see a graphical representation of their responses! This would be a nice way to sneak in some math into the lesson very quickly. The graphic organizer, category web, and rubric are all found on the internet. I agree that the interactive whiteboard is the technology tool in this lesson. If this lesson was taught to first grade students, I think that they could use simple Web 2.0 tools to possibly make a simple story map (librarian would need to model this and be there for student questions). Yes, all of the graphic organizers could be projected or manipulated using technology. A mind mapping tool such as Cacoo could be used for a Venn diagram or T-Chart. I have not seen Quizdom in action. It sounds like it has possibilities.
The important question to ask about any technology tool: does it help students meet the learning objectives for the lesson?
Electronic story maps are useful but would achieve a different set of objectives (related to story elements such as setting, characters, plot...).
· Collaboration
* How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. The teacher student ratio is lower, teachers are able to model two different types of learning, one teacher models writing her response while the other draws her response. The teachers are able to work closure with the students while focusing on making sure the students are learning since the student ratio is lower. In addition, by having a lower teacher student ratio each student will be able to meet the goal of contributing at least one idea to the category web.
* Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them. Student's Venn diagrams Student's contributions to category web
Student's oral responses
Student's written responses
Student's artistic responses
Good
* Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? Yes, students should have access to the text-to-self connection rubric. Teachers should also be modeling the requirements of the Venn diagram. Teachers could possibly provide examples of Venn diagrams from a different story for students to see. Would students' think-pair-share experiences be a chance for self assessment? If so, that, plus the sharing of their sentences and illustrations during closure could also be a self assessment opportunity. Before sharing with a partner, each student could go through a brief checklist or something... Good idea for an additional assessment tool!
· Standards
Reading and/or writing
Listening and speaking
Other content areas
Information literacy
Educational technology
* What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated. Reading keywords: describe characters; compare or relate literacy text to their own experiences; response
1.9(B) Reading/Comprehension of Literacy Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe characters in a story and the reasons for their actions and feelings.
Good
Listening and speaking keywords: use effective vocabulary and logical organization to relate or summarize ideas
K -TEKS 110.11.b. (8) - Reading/Comprehension of Literacy Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe characters in a story and the reason for their actions.
How about 1.28? Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.
Good
Fine arts keyword: illustrate
Although it's a Research TEK, we could probably use 1.24(C) because students are creating a visual. Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to: (C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).
Good but this might be just a stretch as this is not a "research question" per say.
Informaiton literacy keywords: select information appropriate to the problem or question at hand; organize informaiton for practical application
K - TEK 110.10 (b) - Reading Comprehension Skills. Figure 19(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.
In addition to Figure 19(F), how about Figure 19(D) as well because making inferences is a part of selecting information appropriately in order to address questions. Figure 19(D) make inferences about text and use textual evidence to support understanding;
Good
Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.
* Which AASL indicators align with this lesson? Give both the number and the description for each.
4) Pursue personal and aesthetic growth: 4.1.5 = Connect ideas to own interests and previous knowledge and experience. 2) Draw Conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge:
2.1.2 Organize knowledge so that it is useful.
2.3.1 Connect understanding to the real world.
3) Share knowledge and participate ethically and productively as members of our democratic society:
3.2.3 Demonstrate teamwork by working productively with others.
Good selection - Remember: Cite only the standards that you will assess.
Implementation
· Process
Motivation
Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Will this invitation to learn be effective in capturing students’ interest? Why or why not? I believe the students will be motivated by taking this story and being able to discuss the feelings of the characters with a partner. The students will be motivated to write/draw using the venn diagram. I believe the students will feeling "older" since they are completing a venn diagram like the teachers. Students will also be interested in learning about other's feelings of the first day of school. Another aspect of the anticipatory set in this lesson is presenting the book and asking students to predict what the book may be about and then asking them if that is how they felt on their first day of school. Providing a think-pair-share before the reading creates a sense of mystery to the story that awaits and keeps students on the edge of their seats in anticipation of the read aloud.
Agreed
* What are your ideas to increase student buy-in to this lesson? Give at least one. Since this lesson if for kindergarten or first grade, I will include a froggy puppet to help tell the story of Froggy goes to School. The lesson could be an introduction to talking about the life cycles of frogs where we introduce students to non-fiction books. Students could then use a circle map to illustrate the life cycle. The puppet would be fun. The life cycle/informational direction would be address different learning outcomes.
In addition, students could be given a facial expressions sheet to help show how characters of the story are feeling. The idea is that as the reading is progressing and students are asked anything about the emotions of the characters, the students can locate the facial expression that they feel matches the correct response, point to it, and then hold up their selection for the teacher to see. This would give every student the chance to answer throughout the second reading of the story instead of only calling on a few raised hands to answer . Good
Student-friendly Objectives
* Are these objectives at the instructional level of the targeted students? Give an example. Froggy Goes to School and Look out Kindergarten, Here I Come! are both stories for younger students. The objectives are geared to younger students by discussing feelings and students are recording simple answers on the Venn diagram. Also, the drawing component helps students express their thoughts even if they have not developed the vocabulary to communicate their ideas. This is an exceptional incorporation, especially for English Language Learners or students needing to show their learning in another way. Agreed - giving students multiple ways to be successful is important!
* Are there terms in these objectives that may need to be taught to students? Give an example. Students will need modeling on how to classify these ideas and where they need to be placed on the Venn diagram. Venn diagram may be a term students are unfamiliar with. It would probably be a good idea for students to go over that term and see an example of a finished Venn diagram so they will know the purpose of the diagram.
Yes, teaching/reteaching academic vocabulary and applying in both the classroom and library helps students learn it and apply it.
Presentation
* Describe the modeling aspect of this lesson. The teacher and librarian are to model the use of a category web while discussing feelings and experiences. With both the librarian and teacher present, students are able to see modeling from possibly two learning styles and teaching styles. Students are able to see the different ways to express their thoughts. Teachers will also be modeling the filling out of the Venn Diagram as a class guided activity. Good - and if one writes and one draws so much the better to show different sign systems for responding.
* How are the benefits of two or more educators maximized in the presentation component? Two educators are present which cuts the student ratio is half. The teachers are able to work closer with the students and make sure they understand the category web. In addition, students may have a longer period of time to present their ideas, thus enhancing the processing time and capabilities of students. And listening students are more engaged and patient hearing from half the class rather than from the entire class!
Student Participation Procedures
or
Student Practice Procedures
* Are the directions clear? Give an example. The directions are clear and step by step. Students are asked to think-pair-share feelings and experiences, write "same" ideas in the middle of the Venn diagram, write "different" ideas on sides.
During the reading students are expected to follow these clearly defined procedures: 1. Raise a hand to pause during the reading, 2. Name the category (feelings or experiences), and 3. Tell their idea.
During Student Practice students are expected to follow these clearly defined procedures: 1.Think-pair-share feelings and experiences, 2. Write "same" ideas in the middle of the Venn diagram, 3. Write "different" ideas on either side. AND 1.Talk with partner, 2. Write a sentence, 3. Illustrate the sentence.
Good
Guided Practice
* How are the benefits of two or more educators maximized in the guided practice component? In half-class group, the students do not have to wait longer for their turn to share on the category web. There will be less behavior problems because students are not having to wait long. If students have questions, the teachers will be able to answer the questions faster. Absolutely When the whole class is brought back together the students are able to see two educators working together (modeling) which will help when the students when they are talking with a partner. During think aloud time, the students are exposed to different feelings of more than one person. Good From this design, students have a greater chance to work one-on-one with the teacher if necessary. Students will have less distractions which will increase engagement. Half class groups can be easily and quickly adjusted to meet the needs of students if required. Guided practice has a greater chance of being effective and meaningful to students when not overwhelmed by a larger group. Students may be more comfortable in sharing their ideas within the smaller group as a first step to sharing in whole group with the entire class. Yes
Closure
* Are students active in the closure component? What are students doing for closure? Yes, the students are active. They are sharing their sentences and illustrations in the half-class group. Students also use the rubric to self assess. An added component to making the self assessment rubric more active could possibly be to turn it into an exit slip for students. Good
Reflection
* How is the reflection component related to the learning objectives? "How did text-to-self connection help readers comprehend the feelings and experiences of these characters?" relates to Objective #2 "When we connect our own experiences to those of the characters, do we feel part of the story?" relates to Objective #3 Good
· Extensions
* What are your other ideas for extensions to this lesson? Describe at least one. My ideas for extensions are to use this lesson as an introduction to frogs. We could then read a non-fiction book about frogs. Students would then complete a thinking map of the life cycle of a frog. We could also take other books with character feeling and have students relate to those as well.
Please see comment above.
This lesson could also be extended by giving students an opportunity to learn the library's online system. Students could be shown how to find other picture books or non-fiction books about frogs to check out from the library.
What kind of extension could help students continue to practice the text-to-self background knowledge reading comprehension strategy? What about books about learning things - such as learning to ride a bike, tie shoes, read? The critical learning is to connect one's own experience with the text.
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
Reading Comprehension Strategy: Using Background Knowledge
Instructional Level: Emerging
Dr. M.
Who is pink and who is purple?
Planning
· Reading Comprehension Strategy (RCS)
* Name the RCS. Using Background Knowledge
1) Inquire, think critically, and gain knowledge:
Note: The lesson plans in CS4TRC were published before AASL’s Standards for the 21st Century Learner were available. If you are using CRCSSSL, the AASL indicators are given.
IMPORTANT: Your lesson plan is stronger in terms of measurable outcomes if you limit the number of standards listed.
· Reading Development Level
Emerging, Grades K-1
Note: The levels indicated on the CS4TRC lesson plans correspond roughly as follows:
Emerging: Grades K-1
Advancing: Grades 2-3
Advanced: Grades 4-6
Note: The levels indicated on the CRCSSSL lesson plans correspond roughly as follows:
Advancing: Grades 7-8
Advanced: Grades 9-10
Challenging: Grades 11-22
· Instructional Strategies - Which ones are used in this lesson?
Review these strategies on page 13 in CS4TRC or on page 16 in CRCSSL.
* Which of these research-based instructional strategies have you used in your teaching? Name them.
Identifying similarities and differences using Venn diagrams
Summarizing while reading
Nonlingusitic representations - students drawing a picture to relate to the story
cooperative learning
questions, cues, and advance organizers before, during, and after a story
* Which of these instructional strategies do you need to learn? Name them and describe them.
Note taking for elementary students - this would include students putting notes into their own words, pictures, lists, phrases. For young students this could be done through thinking maps, web maps, and outline where words are left out and the students are required to fill in what they feel is important.
I agree that notemaking is a critical skills and that school librarians need to develop multiple strategies to teach it in order to reach every learner. Thinking maps are definitely used more and more to help learners organize information. You can create skeleton outlines (where students fill in the blanks) in any of the formats you listed.
Although I have used thinking maps in the past to identify similarities and differences, I would like to learn what the creation of metaphors, similes, or analogies looks like at the lower elementary level for comparing and contrasting. Young students would need construction support through the use of pictures, words, and phrases in order to create functional metaphors, similes, and analogies.
Yes to helping younger children understand and express metaphorical thinking/meaning. My experience is that modeling this can begin in the primary grades with students in the intermediate grades developing their own similes, metaphors, and analogies (the latter being the most difficult). Poetry is a perfect genre to support all types of figurative language learning and writing. Yes! to using images in this way.
· Lesson Length
45 minutes of one session
* What are your questions about the lesson length? You must have at least one. See page 15 (CS4TRC) or page 17 (CRCSSSL).
Will the extensions of the lesson lengthen the time? How much time should the students be given to complete their sentence and illustration?
How much time (approximately) should be allotted for each "chunk" of the lesson process?
These are questions that can be answered in collaboration with the classroom teacher who has more specific knowledge of her students. Even with a published lesson plan, local knowledge trumps the "plan."
Note: If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box?
How would you deal with moving a school library from a fixed to a flexible schedule?
· Purpose
* How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library?
This lesson should be taught in the library because students are able to have the benefit of two teachers and also discuss feeling about school. The children will be in a new place (outside of the classroom) so feelings that relate to the characters will more likely be present. The main element of the lesson is reading instruction and the library is idea since books are housed in the library. In addition, the library media center can provide the kind of space needed that allows for more technology to be utilized if desired. For example, two interactive white boards could be used instead of just one (or a combination of either of the materials listed) so that both teachers can maximize the impact of the technology component of the lesson and possibly allow students a greater chance to interact with the technology (the class Venn diagram could be presented via the interactive whiteboard).
Agreed! Some school librarians do not think that coteaching reading comprehension strategies is in their job description. They are more comfortable promoting literature. I believe that sells our expertise way short in terms in our impact on student learning!
· Objectives
Review Bloom’s Taxonomy: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
* List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
· Resources, Materials, and Equipment
Children’s Literature, Young Adult Literature, or Other Resources = Look Out Kindergarten, Here I Come! by Nancy Carlson or Froggy Goes to School by Jonathan London
Websites
Graphic Organizers - The graphic organizers for CS4TRC are on the ALA Editions Web site. The graphic organizers for CRCSSSL are on the ALA Editions Web site. = Category Web, Venn diagram, Text-to-Self Rubric
Materials = Paper, Pencils, and Crayons,
Equipment = Overhead, data projector, or interactive whiteboard
* Which are the different formats or genres used to support learners?
Fiction Picture Book
The equipment would be a different format wouldn't it, especially the interactive whiteboard, right? At this point, I am thinking so.
Formats usually refer to how the text is delivered. If we had an electronic or audio version of the book that would be a different format.
* Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them.
Are the Graphic Organizer, Category Web, and Text-to-Self Connections Rubric all web based? If so, those would be a technology component available to students.The interactive whiteboard is what is listed, and I think it could be used as a means for the students to complete their Venn diagram as a class. If I could suggest a tool, it would be a tool that resembles Quizdom. Quizdom is a software tool that supplies students with remotes so that every child can give their answer while displaying each response for everyone to see (students remain anonymous). Since this tool can be used with an interactive whiteboard, students could take advantage of answering the Cues and Questions with this feature and then see a graphical representation of their responses! This would be a nice way to sneak in some math into the lesson very quickly. The graphic organizer, category web, and rubric are all found on the internet. I agree that the interactive whiteboard is the technology tool in this lesson. If this lesson was taught to first grade students, I think that they could use simple Web 2.0 tools to possibly make a simple story map (librarian would need to model this and be there for student questions).
Yes, all of the graphic organizers could be projected or manipulated using technology. A mind mapping tool such as Cacoo could be used for a Venn diagram or T-Chart. I have not seen Quizdom in action. It sounds like it has possibilities.
The important question to ask about any technology tool: does it help students meet the learning objectives for the lesson?
Electronic story maps are useful but would achieve a different set of objectives (related to story elements such as setting, characters, plot...).
· Collaboration
* How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific.
The teacher student ratio is lower, teachers are able to model two different types of learning, one teacher models writing her response while the other draws her response. The teachers are able to work closure with the students while focusing on making sure the students are learning since the student ratio is lower. In addition, by having a lower teacher student ratio each student will be able to meet the goal of contributing at least one idea to the category web.
Yes! See the testimonials on my Web site at:
http://www.storytrail.com/Impact/Chapter_3/main1.htm
· Assessment
* Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them.
Student's Venn diagrams
Student's contributions to category web
- Student's oral responses
- Student's written responses
- Student's artistic responses
Good* Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?
Yes, students should have access to the text-to-self connection rubric. Teachers should also be modeling the requirements of the Venn diagram. Teachers could possibly provide examples of Venn diagrams from a different story for students to see. Would students' think-pair-share experiences be a chance for self assessment? If so, that, plus the sharing of their sentences and illustrations during closure could also be a self assessment opportunity. Before sharing with a partner, each student could go through a brief checklist or something...
Good idea for an additional assessment tool!
· Standards
Reading and/or writing
Listening and speaking
Other content areas
Information literacy
Educational technology
* What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.
Reading keywords: describe characters; compare or relate literacy text to their own experiences; response
- 1.9(B) Reading/Comprehension of Literacy Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe characters in a story and the reasons for their actions and feelings.
GoodListening and speaking keywords: use effective vocabulary and logical organization to relate or summarize ideas
- K -TEKS 110.11.b. (8) - Reading/Comprehension of Literacy Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (B) describe characters in a story and the reason for their actions.
- How about 1.28? Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.
GoodFine arts keyword: illustrate
- Although it's a Research TEK, we could probably use 1.24(C) because students are creating a visual. Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to: (C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).
Good but this might be just a stretch as this is not a "research question" per say.Informaiton literacy keywords: select information appropriate to the problem or question at hand; organize informaiton for practical application
- K - TEK 110.10 (b) - Reading Comprehension Skills. Figure 19(F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.
- In addition to Figure 19(F), how about Figure 19(D) as well because making inferences is a part of selecting information appropriately in order to address questions. Figure 19(D) make inferences about text and use textual evidence to support understanding;
GoodNote: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.
* Which AASL indicators align with this lesson? Give both the number and the description for each.
4) Pursue personal and aesthetic growth:
4.1.5 = Connect ideas to own interests and previous knowledge and experience.
2) Draw Conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge:
3) Share knowledge and participate ethically and productively as members of our democratic society:
Good selection - Remember: Cite only the standards that you will assess.
Implementation
· Process
Motivation
Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design. Will this invitation to learn be effective in capturing students’ interest? Why or why not?
I believe the students will be motivated by taking this story and being able to discuss the feelings of the characters with a partner. The students will be motivated to write/draw using the venn diagram. I believe the students will feeling "older" since they are completing a venn diagram like the teachers. Students will also be interested in learning about other's feelings of the first day of school. Another aspect of the anticipatory set in this lesson is presenting the book and asking students to predict what the book may be about and then asking them if that is how they felt on their first day of school. Providing a think-pair-share before the reading creates a sense of mystery to the story that awaits and keeps students on the edge of their seats in anticipation of the read aloud.
Agreed
* What are your ideas to increase student buy-in to this lesson? Give at least one.
Since this lesson if for kindergarten or first grade, I will include a froggy puppet to help tell the story of Froggy goes to School. The lesson could be an introduction to talking about the life cycles of frogs where we introduce students to non-fiction books. Students could then use a circle map to illustrate the life cycle.
The puppet would be fun. The life cycle/informational direction would be address different learning outcomes.
In addition, students could be given a facial expressions sheet to help show how characters of the story are feeling. The idea is that as the reading is progressing and students are asked anything about the emotions of the characters, the students can locate the facial expression that they feel matches the correct response, point to it, and then hold up their selection for the teacher to see. This would give every student the chance to answer throughout the second reading of the story instead of only calling on a few raised hands to answer .
Good
Student-friendly Objectives
* Are these objectives at the instructional level of the targeted students? Give an example.
Froggy Goes to School and Look out Kindergarten, Here I Come! are both stories for younger students. The objectives are geared to younger students by discussing feelings and students are recording simple answers on the Venn diagram. Also, the drawing component helps students express their thoughts even if they have not developed the vocabulary to communicate their ideas. This is an exceptional incorporation, especially for English Language Learners or students needing to show their learning in another way.
Agreed - giving students multiple ways to be successful is important!
* Are there terms in these objectives that may need to be taught to students? Give an example.
Students will need modeling on how to classify these ideas and where they need to be placed on the Venn diagram.
Venn diagram may be a term students are unfamiliar with. It would probably be a good idea for students to go over that term and see an example of a finished Venn diagram so they will know the purpose of the diagram.
Yes, teaching/reteaching academic vocabulary and applying in both the classroom and library helps students learn it and apply it.
Presentation
* Describe the modeling aspect of this lesson.
The teacher and librarian are to model the use of a category web while discussing feelings and experiences. With both the librarian and teacher present, students are able to see modeling from possibly two learning styles and teaching styles. Students are able to see the different ways to express their thoughts. Teachers will also be modeling the filling out of the Venn Diagram as a class guided activity.
Good - and if one writes and one draws so much the better to show different sign systems for responding.
* How are the benefits of two or more educators maximized in the presentation component?
Two educators are present which cuts the student ratio is half. The teachers are able to work closer with the students and make sure they understand the category web. In addition, students may have a longer period of time to present their ideas, thus enhancing the processing time and capabilities of students.
And listening students are more engaged and patient hearing from half the class rather than from the entire class!
Student Participation Procedures
or
Student Practice Procedures
* Are the directions clear? Give an example.
The directions are clear and step by step. Students are asked to think-pair-share feelings and experiences, write "same" ideas in the middle of the Venn diagram, write "different" ideas on sides.
- During the reading students are expected to follow these clearly defined procedures: 1. Raise a hand to pause during the reading, 2. Name the category (feelings or experiences), and 3. Tell their idea.
- During Student Practice students are expected to follow these clearly defined procedures: 1.Think-pair-share feelings and experiences, 2. Write "same" ideas in the middle of the Venn diagram, 3. Write "different" ideas on either side. AND 1.Talk with partner, 2. Write a sentence, 3. Illustrate the sentence.
GoodGuided Practice
* How are the benefits of two or more educators maximized in the guided practice component?
In half-class group, the students do not have to wait longer for their turn to share on the category web. There will be less behavior problems because students are not having to wait long. If students have questions, the teachers will be able to answer the questions faster.
Absolutely
When the whole class is brought back together the students are able to see two educators working together (modeling) which will help when the students when they are talking with a partner. During think aloud time, the students are exposed to different feelings of more than one person.
Good
From this design, students have a greater chance to work one-on-one with the teacher if necessary. Students will have less distractions which will increase engagement. Half class groups can be easily and quickly adjusted to meet the needs of students if required. Guided practice has a greater chance of being effective and meaningful to students when not overwhelmed by a larger group. Students may be more comfortable in sharing their ideas within the smaller group as a first step to sharing in whole group with the entire class.
Yes
Closure
* Are students active in the closure component? What are students doing for closure?
Yes, the students are active. They are sharing their sentences and illustrations in the half-class group. Students also use the rubric to self assess. An added component to making the self assessment rubric more active could possibly be to turn it into an exit slip for students.
Good
Reflection
* How is the reflection component related to the learning objectives?
"How did text-to-self connection help readers comprehend the feelings and experiences of these characters?" relates to Objective #2
"When we connect our own experiences to those of the characters, do we feel part of the story?" relates to Objective #3
Good
· Extensions
* What are your other ideas for extensions to this lesson? Describe at least one.
My ideas for extensions are to use this lesson as an introduction to frogs. We could then read a non-fiction book about frogs. Students would then complete a thinking map of the life cycle of a frog. We could also take other books with character feeling and have students relate to those as well.
Please see comment above.
This lesson could also be extended by giving students an opportunity to learn the library's online system. Students could be shown how to find other picture books or non-fiction books about frogs to check out from the library.
What kind of extension could help students continue to practice the text-to-self background knowledge reading comprehension strategy? What about books about learning things - such as learning to ride a bike, tie shoes, read? The critical learning is to connect one's own experience with the text.
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
Individual Reflection – 20 Possible Points – See the Assignment Sheet: A. 3.2 for details.